A Study Of Integrating Mathematics Culture Into Maths Classroom Teaching In Junior High School

It was required that mathematics culture should be integrated into mathematical class in junior high school by the trend of the modernization in mathematics education, modern theory of mathematics education and characteristics of the psychological development of junior high school students. However, a series of phenomenon which occured in the process of integrating mathematics culture into mathematics class, such as a narrow view, was serious. In view of this, it's very important and meaningful to study how to penetrate mathematics culture in junior high school mathematics teaching effectively. The present study means to bring about the desired result: First of all, through the explicit mathematics course which was made to load with the hidden nature of"mathematics culture", students can feel the reality of the culture, establish a scientific world outlook and raise their mathematical literacy. Secondly, the article through the establishment of multi-link between"mathematics culture"and"mathematical knowledge", seeks to broaden the access of mathematics culture to secondary school mathematics classroom and the ways in which the mathematics culture was made into the normality in the mathematics class in stead of the"lace"of mathematics instructional design.The article is based on document analyses, interviews, and case study. I acquaint myself with lots of research results of mathematics culture, and expound its connotation, extension, educational value and some research results about it in instruction in and out, and focused on an overview of the characteristics of textbook published by Jiangsu Science and Technology Press. According to interview study, the thesis uncovers the difficulty of integrating mathematics culture into mathematics teaching. It is caused by the mathematics view of teachers which is lag behind their teaching outlook. Based on case studies, the study clarify that the mathematics teaching can be integration with the traditional culture of mathematics teaching, and draws a conclusion that professional competence of teacher is to determine the integration of mathematics culture into junior the high school mathematics teaching, while factors such as school and social environment, can not be ignored. According to the above studies, some relevant recommendations are drawn as follow: (1) In the choice of teaching content, equally emphasizing on funny and effectiveness, focusing on the openness of materials. (2) In teaching, focusing on highlighting the nature of mathematics in the total teaching process, focusing on mathematical knowledge-based objective and concepts of knowledge as a whole achieved, focusing on a variety of learning methods combined with each other. (3) In teaching evaluation, focusing on a comprehensive evaluation of content, focusing on the diversity of subject and method in evaluation.